1. VALORISATION The aim of valorisation is to: promote innovation transfer results into national systems so that project outcomes find their way into mainstream practice at both national and European levels

2. The Step programme has been attempting to: analyse the non-formal vocational training needs of the Creative and Cultural Sector – as a testing ground for the development of international qualifications create a model of effective initial vocational training develop quality criteria work out what is worthy of further development

3. The European Commission Copenhagen Process stressed the need to improve the following areas of vocational education and training (VET) information and guidance recognition of competencies and qualifications quality assurance the European dimension

4. A New Impetus for European Cooperation in Vocational Education and Training was published by the European Commission in June of this year, to support the Europe 2020 strategy. It stated that vocational training must: develop initial vocational training as an attractive learning option with high relevance to labour market needs and pathways to higher education create flexible systems based on recognition of learning outcomes, including diplomas, and also supporting individual learning pathways develop adequate support for those at a disadvantage support cross border mobility play a major role in addressing Europe’s high youth unemployment promote social inclusion through accessible and equitable training

5. The New Impetus for European Cooperation stresses that greater flexibility is needed in how learning outcomes are acquired, how they are assessed and how they lead to qualifications. It states that the validation of non-formal learning provides pathways for up-skilling through: flexible and made-to-measure pathways to maximise access opening up pathways from vocational training to Higher Education obtaining a high degree of validation of non-formal learning providing integrated guidance and counselling creating new curriculum design and pedagogy converging the roles of teacher/trainer developing trans-national mobility strategies

6. The evolving role of teachers and trainers is crucial in the modernisation of VET including: how they are recruited their professional development their status Research also shows that work-based learning increases employment in early working life. There needs to be a shift towards: competence based learning competence based qualifications

7. It is essential to make VET provision more responsive to evolving labour market needs by involving social and industry partners in the design, organisation and delivery. The training offer should be flexible and modularised, with individual learning pathways. The use of non-classroom, work-based learning, with close links to the labour market provides an attractive alternative for learners who are less academically oriented. This is important for increasing inclusiveness. This supports professional and social identities and a sense of belonging to communities of practice which then contributes to social capital, trust and integration.

8. Creativity, innovation and entrepreneurship are heavily stressed in the Europe 2020 Strategy which encourages: risk taking and experimentation experience-based learning exposure to non-routine work and non-typical situations giving individuals the ability to control and develop their own learning education for entrepreneurship which develops a sense of initiative, creativity and self confidence and the ability to turn ideas into practice awareness of self employment as a career option

9. So, what is unique about the non-formal learning sector in the creative and cultural industries?

10. The non-formal learning sector in the creative and culture industries (CCS) is a specific learning sector, developing and delivering industry based professional practice which exists to generate and support: delivery by professional practitioners at the centre of learning delivery of transferable skills through creative practice innovation of learning styles and pathways close contact with industry integrated into courses with industry learning opportunities - creating industry relevant, quality provision diversity, which therefore stimulates diversity of artistic practice and products

11. grass roots independent producers and creatives, via access to resources – equipment, technical know-how, showcasing opportunities, creative space and enterprise incubation. the production of new music, theatre, performance, design, writing, digital, film making and visual arts consistent signposting, quality assurance and frameworks for relevant accreditation on-going evaluation and user feedback path ways for partnerships and progression to further education, higher education, training and employment. the non-formal learning sector also addresses disadvantage, lack of opportunity, stereotyping, discrimination, lack of signposts and progression routes the sector models professional relationships and pathways for new entrants from diverse backgrounds, supporting personal development, building confidence, modelling attitudes, rules, jargon, protocols and procedures for both employment and enterprise success.

12. The creative and cultural industries: place emphasis on soft skills, industry knowledge, the ability to deliver and the capacity to learn, rather than qualifications the non-formal learning sector and CCI share a culture of work-based and project-based learning, including mentoring, shadowing, internships, apprenticeships, networking plus sector specialist advice, access to networks, opening closed doors and cementing relationships.